MATHEMATICS - staarmaterials.comstaarmaterials.com/docs/RevisedSamples/Grade4/Lessons/StudentBook.pdf · STAAR Category 1 GRADE 4 TEKS 4.2A/4.2B TEKSING TOWARD STAAR 2014 Page 1 Problem-Solving

TEKSING TOWARD STAAR © 2014

®MATHEMATICS

TEKSING TOWARD STAAR

STAAR Category 1 GRADE 4 TEKS 4.2A/4.2B

TEKSING TOWARD STAAR 2014 Page 1

Problem-Solving ModelStep Description of Step

1 Analyze the given information.Summarize the problem in your own words.Describe the main idea of the problem.Identify information needed to solve theproblem.

2 Formulate a plan or strategy.Draw a picture or a diagram.Find a pattern.Guess and check.Act it out.Create or use a chart or a table.Work a simpler problem.Work backwards.Make an organized list.Use logical reasoning.Brainstorm.Write a number sentence or an equation.

3 Determine a solution.Estimate the solution to the problem.Solve the problem.

4 Justify the solution.Explain why your solution solves the problem.

5 Evaluate the process and thereasonableness of your solution.Make sure the solution matches the problem.Solve the problem in a different way.



Problem-Solving Questions

Directions:

Work with a partner.Write your answers on notebook paper.Answer questions 1-3.Complete the solution to the problem.Answer questions 4-10.

1. What is the main idea of this problem?

2. What are the supporting details in this problem?

3. What skills, concepts and understanding of math vocabulary areneeded to be able to answer this problem?

4. Did this problem involve mathematics arising in everyday life, society,or the work place?

5. What is a good problem solving strategy for this problem?

6. Can you explain how you used any math tools, mental math,estimation or number sense to solve this problem?

7. Did this problem involve using multiple representations (symbols,diagrams, graphs, math language)?

8. Did you use any relationships to solve this problem?

9. How can you justify your solution to the problem?

10. How can you check for reasonableness of your solution to this problem?



Hands-On Activity 1

WHOLE NUMBER PLACE-VALUE PATTERNS

Materials: base-10 blocks - 1 large cube, 1 flat, 1 rod, 1 small cube

PART I

Work with a partner. Decide who is Student 1 and who is Student 2.Use the base-10 blocks to model place-value positions. Use the large cube to

represent 1,000, the flat to represent 100, the rod to represent 10, and the smallcube to represent 1.

Complete the chart. Write the value and a description for each block.

Now use the blocks to compare and describe the relationship from one place-valueposition to the next place-value position.

Student 1: Compare the large cube to the flat. The large cube represents

_________, and the flat represents _________. The value of the large cube is

_________ times as much as the value of the flat.

Student 2: Compare the flat cube to the rod. The flat represents _________, and

the rod represents ________. The value of the flat is _________ times as much asthe value of the rod.

Student 1: Compare the rod to the small cube. The rod represents _________, and

the small cube represents _________. The value of the rod is _________ times asmuch as the value of the small cube.

Each place-value position is _________ times the value of the position to itsright.

Value

Model

Description



Student 2: Compare the flat to the large cube. The flat represents _________, and

the large cube represents _________. The value of the flat is ______-___________of the value of the large cube.

Student 1: Compare the rod to the flat. The rod represents _________, and the flat

represents ________. The value of the rod is _______-____________ of the valueof the flat.

Student 2: Compare the small cube to the rod. The small cube represents

_________, and the rod represents _________. The value of the small cube is

_______-____________ of the value of the rod.

Each place-value position is _______-____________ of the value of theposition to its left.



Student Activity 1Work with a partner to complete this activity.

PROBLEM 1: Use a place-value chart to complete the table to record 10 times as

much as or 110

of the given numbers. Given numbers: 5,000; 30; 70,000; 800

Step 1: Write the given numbers in a place-value chart.

Step 2: Use the place-value chart to write a number in the table that is 10 times asmuch as the given numbers.

Step 3: Use the place-value chart to write a number in the table that is 110

of the

given number.

Each place-value position is _________ times the value of the position to its right.

Each place-value position is ______-_________ of the value of the position to its left.

HundredThousands

TenThousands

OneThousands Hundreds Tens Ones

GivenNumber

10 timesas much as

given number

110

of

given number

GivenNumber

10 timesas much as

given number

110

of

given number



PROBLEM 2: Record 304,927 in the place-value chart.

This is a _________-digit number.

To read this number:

first, say the __________-digit number to the ________ of the comma, ________hundred four;

next, say the name of the period, ________________;

then, say the __________-digit number to the ________ of the comma, nine

hundred __________-seven.

The word form of 304,927 is

____________________________________________________________________

___________________________________________________________________.

PROBLEM 3: Record 6,342,805 in the place-value chart.


To read this number:

first, say the __________-digit number to the ________ of the first comma, six;

then, say the name of the period, ________________;

next, say the __________-digit number to the ________ of the first comma, three

hundred __________-__________;


next, say the __________-digit number to the ________ of the second comma,

eight _______________ five.

The word form of 6,342,805 is

____________________________________________________________________

___________________________________________________________________.

MILLIONS PERIOD THOUSANDS PERIOD ONES PERIODHundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones





This is a _________-digit number. To read this number:

first, say the _________-digit number to the ________of the first comma,

ninety-__________;


next, say the _________-digit number to the ________ of the first comma,

two hundred ____________-__________;


next, say the _________-digit number to the ________ of the second comma,

__________-__________.

The word form of 96,231,074 is____________________________________________________________________

___________________________________________________________________.


This is a _________-digit number.To read this number:

first, say the _________-digit number to the ________ of the first comma, ________

hundred __________-__________;


next, say the _________-digit number to the ________ of the first comma, ________hundred two;


next, say the _________-digit number to the ________ of the second comma, two

hundred __________-__________.

The word form of 485,102,296 is____________________________________________________________________

___________________________________________________________________.





NAME_________________________________ DATE_______________ SCORE ___/5

4.2A/4.2B Skills and Concepts Homework 1

1. Use a place-value chart to complete the table to record 10 times as much as or110

of the given numbers. Given numbers: 8,000; 90; 30,000; 200

Step 1: Write the given numbers in a place-value chart.

Step 2: Use the place-value chart to write a number in the table that is 10 timesas much as the given numbers.


of the

given number.

Each place-value position is _______ times the value of the position to its right.

Each place-value position is _____-________ of the value of the position to its left.

2. Record 405,816 in the place-value chart.


HundredThousands

TenThousands

OneThousands Hundreds Tens Ones

GivenNumber

10 timesas much as

given number

110

of

given number

GivenNumber

10 timesas much as

given number

110

of

given number




The word form of 405,816 is

__________________________________________________________________

__________________________________________________________________.

3. Record 5,231,704 in the place-value chart.



__________________________________________________________________

__________________________________________________________________.




__________________________________________________________________

__________________________________________________________________.




__________________________________________________________________

__________________________________________________________________.






Hands-On Activity 2

DECIMAL NUMBER PLACE-VALUE PATTERNS

Materials: base-10 blocks - 1 flat, 1 rod, 1 small cube

Procedure: Work with a partner. Decide who is Student 1 and who is Student 2.Use the base-10 blocks to model place-value positions. Use the flat to represent 1,

the rod to represent 0.1, and the small cube to represent 0.01.

Complete the chart. Write the value and a description for each block.

Now use the blocks to compare and describe the relationship from one place-valueposition to the next place-value position.

Student 1: Compare the flat cube to the rod. The flat represents _________, and

the rod represents ________. The value of the flat is _________ times as much as

the value of the rod.

Student 2: Compare the rod to the small cube. The rod represents _________, and

the small cube represents _________. The value of the rod is _________ times as

much as the value of the small cube.

Each place-value position is _________ times the value of the position to itsright.

Student 1: Compare the rod to the flat. The rod represents _________, and the flat

represents ________. The value of the rod is _______-____________ of the value

of the flat.

Student 2: Compare the small cube to the rod. The small cube represents

_________, and the rod represents _________. The value of the small cube is

_______-____________ of the value of the rod.

Each place-value position is _______-____________ of the value of theposition to its left.

Value

Model

Description



Decimal Digits RecordNumber on Card ______ Value of Each Place

Sketch of Model Ones Tenths Hundredths

Number in Words

Number on Card ______ Value of Each PlaceSketch of Model Ones Tenths Hundredths

Number in Words


Number in Words


Number in Words



Hands-On Activity 3

Decimal Place-Value DigitsMaterials: 1 set of base-ten blocks, 1 Decimal Place-Value Digits Record per student,

1 set of Decimal Cards per pair

Procedure: Work with a partner.

PART I

Decide who is Student 1 and who is Student 2.

Student 1 organizes the base-ten blocks in the center of the work area.

Student 2 places Decimal Cards face down in a stack in the work area.

Student 1 takes a Decimal Card from the top of the stack and shows the number toStudent 2.

Student 1 and Student 2 record the number on the Decimal Place-Value Digits Record.

Student 2 uses the Decimal Place-Value Model Mat and base-ten blocks to model thedecimal on the card.

Student 1 decides if the model is correct, then both students sketch the model onthe Decimal Place-Value Digits Record.

Both students record the value of each place on the Decimal Place-Value DigitsRecord. Example: for 1.29 record you would record the following:

Both students record the number in words on the Decimal Place-Value Digits Record.

Student 2 returns the base-ten blocks to the center of the work area and Student 2places the Decimal Card in a discard stack.

Student 2 takes a Decimal Card from the top of the stack and shows the number toStudent 1.

Student 1 and Student 2 record the number on the Decimal Place-Value Digits Record.

Student 1 uses the Decimal Place-Value Model Mat and base-ten blocks to model thedecimal on the card.

Student 2 decides if the model is correct, then both students sketch the model onthe Decimal Place-Value Digits Record.

Both students record the value of each place on the Decimal Place-Value Digits Record.

Both students record the number in words on the Decimal Place-Value Digits Record.

Student 1 returns the base-ten blocks to the center of the work area and Student 1places the Decimal Card in a discard stack.

Repeat Part I until all the Decimal Cards have been drawn and the Decimal DigitsRecord is completed for all 8 cards.

Ones Tenths Hundredths

1.0 0.2 0.09



PART II

Work with a partner to answer the following questions.

How did you and your partner decide which blocks to use to model your numbers?

Could you use two different collections of base-ten blocks to model any of thenumbers on the decimal cards? _____ Which numbers? ______________________Explain your answer.

Which of the models you recorded used the fewest number of blocks? ________Why?

How did you and your partner decide how to record the value of each place of anumber on the Decimal Digits Place-Value Record?

How did you and your partner decide how to write the decimal numbers in word?

What did you learn from this activity?



Student Activity 2Work with a partner to complete Student Activity 2.

PROBLEM 1: Use a place-value chart to complete the table to record 10 times as

much as or 110

of the given numbers. Given numbers: 5.0, 0.3, 8.0, 0.4

Step 1: Write the given number in a place-value chart.

Step 2: Use the place-value chart to write a number in the table that is 10 times asmuch as the given number.


of the

given number.


Each place-value position is ______-_________ of the value of the position to its left.

Tens Ones . Tenths Hundredths

.

.

.

.

GivenNumber

10 timesas much as

given number

110

of

given number

GivenNumber

10 timesas much as

given number

110

of

given number



PROBLEM 2: Decimals follow the same place-value pattern as __________ numbers.

No matter what place you are look at, its value is ________ times the value of theplace to its right.

The number ____.____ is shown in the place-value chart.

The tens place is _______ times the ________________ place.

The value of the 3 in the tens place is _______ .

The ________________ place is _______ times the tenths place.

The value of the 6 in the ones place is _______.

The tenths place is _______ times the ________________ place.

The value of the _______ in the tenths place is _______.

The value of the 5 in the ________________ place is 0.05.

PROBLEM 3: Look at the decimal below:

0.3

The decimal point separates the _____________________ part of the number from

the _____________________ part of the number.

There is a ______ to the left of the decimal point, so there are _______________wholes.

There is a ______ to the right of the decimal point. This means ______ out of______ parts.

The number 0.3 is read: _______________ tenths.


3 6 . 4 5



NAME_________________________________ DATE_______________ SCORE ___/5


1. Use a place-value chart to complete the table to record 10 times as much as or110

of the given numbers. Given numbers: 7.0, 0.2, 3.0, 0.4

Step 1: Write the given number in a place-value chart.

Step 2: Use the place-value chart to write a number in the table that is 10 timesas much as the given number.

Step 3: Use the place-value chart to write a number in the table that is110

of the

given number.


Each place-value position is ______-_________ of the value of the position to itsleft.

2. What is the place-value position of the digit 8 in 0.98? _____________________Explain how you know your answer is correct.


.

.

.

.

GivenNumber

10 timesas much as

given number

110

of

given number

GivenNumber

10 timesas much as

given number

110

of

given number



3. Look at the decimal below:0.71

The decimal point separates the _____________________ part of the numberfrom the

_____________________ part of the number.

There is a ______ to the left of the decimal point, so there are _______________wholes.

There is a ______ to the right of the decimal point. This means ______ out of______ parts.

The number 0.71 is read: _______________-________ hundredths.

4. A fourth grade student finished a race on Field Day in 9.84 seconds.

What is the value of the 4 in 9.84? _______________________

Explain how you know your answer is correct.

5. What is the value of 9 in 42.96? _______________________

Explain how you know your answer is correct.




PROBLEM 1: Write 250,497 in expanded notation.

HundredThousands

TenThousands Thousands Hundreds Tens Ones

__ _________ + __ ________ + __ _______ + __ ______ + __ ____ + __ __

The place-value chart shows the value of each digit.

The digit ___ is in the hundred thousands place so it represents ___ hundred

thousands and has a value of _____________.

The digit ___ is in the ten thousands place so it represents ___ ten thousands and

has a value of ___________.

The digit ___ is in the thousands place so it represents ___ thousands and has a

value of _________.

The digit ___ is in the hundreds place so it represents ___ hundreds and has a value

of _______.

The digit ___ is in the tens place so it represents ___ tens and has a value of _____.

The digit ___ is in the ones place so it represents ___ ones and has a value of ___.

The value of 250,497 is ___________ + __________ + ________ + _____ + ___ + __.

PROBLEM 1: Write 83,208 in expanded form.

HundredThousands

TenThousands Thousands Hundreds Tens Ones

__ ________ + __ _______ + __ ______ + __ ____ + __ __


The digit ___ is in the ten thousands place so it represents ___ ten thousands and

has a value of ___________.

The digit ___ is in the thousands place so it represents ___ thousands and has a

value of _________.

The digit ___ is in the hundreds place so it represents ___ hundreds and has a value

of _______.

The digit ___ is in the tens place so it represents ___ tens and has a value of _____.


The value of 83,208 is ___________ + __________ + ________ + _____ + ___ + __.



EXAMPLE 3: Write 30.75 in expanded notation.


The digit ___ is in the tens place so it represents ___ tens and has a value of ____.


The digit ___ is in the tenths place so it represents ___ tenths and has a value of

_______

The digit ___ is in the hundredths place so it represents ___ hundredths and has a

value of ________

The value of 30.75 is ____ + __ + _____ + ______

EXAMPLE 4: Write 8.07 in expanded form.




_______


value of ________

The value of 8.07 is ____ + __ + _____ + ______





_______


__ ___ + __ __ + __ ____ + __ _____


__ __ + __ ____ + __ _____


__ __ + __ ____ + __ _____




value of ________

The value of 9.33 is ____ + __ + _____ + ______






_______


value of ________

The value of 73.08 is ____ + __ + _____ + ______






_______


value of ________

The value of 50.05 is ____ + __ + _____ + ______


__ ___ + __ __ + __ ____ + __ _____


__ ___ + __ __ + __ ____ + __ _____



NAME_________________________________ DATE_______________ SCORE ___/5


1. Write seventy-four thousand, two hundred forty-three in standard form. __________

Write this number in expanded form.

Explain why you know your answer is correct.

2. Write a number in standard form that has the same value as 50 + 3.0 + 0.4 + 0.01

____________ Explain why you know your answer is correct.

3. Write seventy-three and eight hundredths in standard form. ________________Write this number in expanded form.


4. Write 763,456 in expanded notation.


5. Write a number in standard form that has the same value as 40 + 6.0 + 0.08

____________ Explain why you know your answer is correct.



Hands-On Activity 5

Place-Value GameMaterials: Place=Value Game Board per student, 10-section spinner per group of 4

Procedure – Round 1

Work in groups of 4. Your teacher will give you 1 spinner for your group. Eachstudent in the group will record on their own Place-Value Game Board.

Each student will spin the spinner. The student that spins the lowest number isStudent 1. The student that spins the next lowest number is Student 2. Thestudent that spins the highest number is Student 3. The student that spins the nexthighest number is Student 4.

Student 1 spins the spinner. Each student writes the digit that comes up on thespinner in one space on his or her Place-Value Game Board. Once the digit iswritten, it cannot be erased or moved.

EXAMPLE: Student 1 rolls a 7. Each student writes a 7 in one of the places on theirPlace-Value Game Board - ROUND 1.

___ ___ ___, ___ ___ ___










7





Student 3 spins the spinner. Each student writes the digit that comes up on thespinner in one space on his or her Place-Value Game Board. Once the digit iswritten, it cannot be erased or moved.Student 4 spins the spinner. Each student writes the digit that comes up on the

spinner in one space on his or her Place-Value Game Board. Once the digit iswritten, it cannot be erased or moved.















Place-Value Game Questions - Part 1

Answer the following questions about your Place-Value Game Board.

Write the number you wrote for Round 1 in expanded form in the space below.





Rearrange the digits in your number with the least value to make the number withthe greatest possible value.

_________________________________

Explain how you know this is the number with the greatest value.

Rearrange the digits in your number with the greatest value to make the numberwith the least possible value.

_________________________________

Explain how you know this is the number with the least possible value.

Place-Value Game Questions - Part 2

Work with your group of 4 to answer the following questions.

Which Student in your group wrote the number with the greatest value in Round 1?

_________________ How do you know this is the number with the greatest value?

Which Student in your group wrote the number with the greatest value in Round 3?

_________________ How do you know this is the number with the greatest value?

Which Student in your group wrote the number with the least value in Round 2?

_________________ How do you know this is the number with the least value?

Which Student in your group wrote the number with the least value in Round 4?

_________________ How do you know this is the number with the least value?



Hands-On Activity 1

Relationship Rally

Problems: Can you match a problem situation with an expression or an equation?Can up justify the match?Can you draw a strip diagram to represent the problem situation?

Materials: 1 set of Relationship Cards, 1 number cube

Procedure: Work in groups of 4 for this activity.Place the situation cards face down in one stack in the center of the group work area.Place the expression/equation cards face down in a different stack in the center of

the group work area.Roll the number cube to decide which student goes first. The student with the

lowest number goes first. Students play in order to the right of the student whogoes first.

Part 1

The student who goes first gives each player 4 cards from the situation cards stackand four cards from the expression/equation stack. Be sure the cards are kept facedown as they are handed out. Each player picks up their cards and puts them intheir hand, being careful not to let any other player see their cards.

Player 1 looks at his/her hand to see if any of the situation cards match any of theexpression/equation cards. If any of the cards match, Player 1 lays the match onthe table, reads the situation card, and explains why the cards match.Player 1 asks the other players if they agree with the match.If they agree, Player 1 lays the cards face up in a match set in front of his/her

playing area, then picks a new situation card and a new expression/equation cardfrom the top of the stacks in the middle of the table.If any player disagrees, the group discusses the match and decides if it is a match or

not – if the group decides it is not a match, Player 1 puts the cards back into his/herhand.Player 2 looks at his/her hand to see if any of the situation cards match any of the

expression/equation cards. If any of the cards match, Player 2 lays the match onthe table, reads the situation card, and explains why the cards match.Player 2 asks the other players if they agree with the match.If they agree, Player 2 lays the cards face up in a match set in front of his/her



expression/equation cards. If any of the cards match, Player 3 lays the match onthe table, reads the situation card, and explains why the cards match.Player 3 asks the other players if they agree with the match.



If they agree, Player 3 lays the cards face up in a match set in front of his/herplaying area, then picks a new situation card and a new expression/equation cardfrom the top of the stacks in the middle of the table.If any player disagrees, the group discusses the match and decides if it is a match or


expression/equation cards. If any of the cards match, Player 4 lays the match onthe table, reads the situation card, and explains why the cards match.Player 4 asks the other players if they agree with the match.If they agree, Player 4 lays the cards face up in a match set in front of his/her


not – if the group decides it is not a match, Player 4 puts the cards back into his/herhand.When all cards have been taken from the situation and expression/equation card

stacks, Part 2 begins.

Part 2

The next player looks at the cards in his/her hand and chooses either a situationcard or an expression/equation card. The player reads the card and asks the groupif anyone has a card that matches.If a player has a card that matches, he/she says “MATCH”, then explains why the

cards match. If all players agree the cards match, the player who said “MATCH” getsboth cards and lays the cards face up in a match set in front of his/her playing area.If no player has a card that matches, the player chooses and reads another card

until a player calls “MATCH”.The player who made the match looks at the cards in his/her hand and chooses

either a situation card or an expression/equation card.If a player has a card that matches, he/she says “MATCH”, then explains why the

cards match. If all players agree the cards match, the player who yelled “MATCH”gets both cards and lays the cards face up in a match set in front of his/her playingarea.If no player has a card that matches, the player chooses and reads another card

until a player calls “MATCH”.Play continues until all cards have a match. The player with the largest number of

matches wins the game.

Part 3

Answer the following question:

How did you decide if a situation and an expression/equation card were a match?



Part 4

As a group, select one of the situation cards and prepare a short skit to act out thesituation.

Part 5

How did your group decide which situation to choose for your skit?

Describe your skit.

Part 6

Each group will present their skit.After each group presents their skit, the other groups find the situation and

expression/equation cards in their set that match the skit.The group that presented the skit reads the situation card they chose for their skit.The group that presented the skit chooses 1 group to read the expression/equation

card they chose to match the situation.The class has a discussion about the match. If different cards were chosen by any

group, the class decides if the group made a correct choice and why the choice is oris not correct.

Part 7





PROBLEM 1: William B. Travis Elementary School has 838 students in grade 3through grade 5. The number of students in the third grade is 242 and the number ofstudents in the fourth grade is 312. What is the number of students in the fifthgrade?

Complete the strip diagram to represent the number of students that are not in thethird grade. Be sure to label the strip diagram. Let s represent the number ofstudents that are not in the third grade.

Write an equation to represent the number of students that are not in the thirdgrade.

________ ________ = _______

Solve the equation.

________ = _______

The number of students that are not in the third grade is ________.

Complete the strip diagram to represent the number of students in the fifth grade.Let f represent the number of students in the fifth grade.

Write an equation to represent the number of students in the fifth grade.

________ ________ = _______

Solve the equation.

________ = _______

So, the number of students in the fifth grade is ________.

Explain how you know your solution to this problem is correct.

Describe another way you could solve this problem.



PROBLEM 2: Kevitt has 440 baseball trading cards. Jimmy has 280 more tradingcards than Kevitt has. How many baseball cards do they have all together?

Complete the strip diagram to represent the number of baseball cards that Jimmyhas. Let j represent the number of cards Jimmy has.

Write an equation to represent the number of baseball cards that Jimmy has.

________ ________ = _______

Solve the equation.

________ = _______

The number of baseball cards that Jimmy has is ________.

Complete the strip diagram to represent the number of baseball cards Kevitt andJimmy have altogether. Let b represent the number the number of baseball cardsKevitt and Jimmy have altogether.

Write an equation.________ ________ = _______

Solve the equation.________ = _______

So, the number of baseball cards Kevitt and Jimmy have altogether is ________.





PROBLEM 3: There were 456 cell phones sold at a store in January and 798 cell phonessold in February. By the end of March, a total of 2,197 cell phones had been sold duringthe three months. How many cell phones did the store sell in March?

Complete the strip diagram to represent the number of cell phones sold in Januaryand February altogether. Be sure to label the strip diagram. Let c represent thenumber of cell phones sold in January and February altogether.

Write an equation to represent the number of cell phones sold in January andFebruary together.

________ ________ = ___

Solve the equation.

________ = ___

The number of cell phones sold in January and February together is ________.

Complete the strip diagram to represent the number of cell phones sold in March.Let m represent the number of cell phones sold in March. Be sure to label the stripdiagram.

Write an equation to represent the number of cell phones sold in March.

__________ __________ = ___

Solve the equation.

__________ = ___

So, the number of cell phones sold in March is __________.





PROBLEM 4: A hiking trail on Guadalupe Peak in Texas has a length of 44,352 feet.Elliott and Stella began at the start of the trail and hiked 12,864 feet before they decided totake a water break. After the break, they continued to hike another 14,913 feet before theystopped to eat lunch. What is the distance Elliott and Stella still have to hike before theyreach the end of the trail?Sketch a strip diagram to represent the distance they had left to hike after they took

their water break.

Write an equation to represent distance they had left to hike after they took theirwater break.

Solve the equation. Show your work.

The distance they had left to hike after they took their water break is

_____________ feet.

Sketch a strip diagram to represent the distance they had left to hike after theyfinished their lunch.

Write an equation to represent the distance they had left to hike after they finishedtheir lunch.

Solve the equation.

So, the distance Elliott and Stella had left to hike after they finished lunch is

_____________ feet.




PROBLEM 5: A theater sold 8,716 tickets during the first week of a release of a newholiday movie. During the second week, the same theater sold 1,316 fewer tickets.How many tickets were sold during these two weeks?

Sketch a strip diagram to represent the number of tickets sold during the secondweek.

Write an equation to represent the number of tickets sold during the second week.

Solve the equation. Show your work.

The number of tickets sold during the second week is _____________.

Sketch a strip diagram to represent the number of tickets sold during these twoweeks.

Write an equation to represent the number of tickets sold during these two weeks.

Solve the equation.

So, the number of tickets sold during these two weeks is _____________.





NAME_________________________________ DATE_______________ SCORE ___/5


Use strip diagrams and equations to solve each of these problems. Showyour work on notebook paper.

1. The city library has 10,132 fiction books and 11,768 nonfiction books. An additional3,729 books have been ordered. How many books will the library have when thenew books arrive?

The library will have _________________ books when the new books arrive.Explain how you know your answer is correct.

2. A warehouse had an inventory of 365,567 video games at the end of November.They shipped 118,891 video games in December and 211,164 video games inJanuary. How many video games does the warehouse have left?

The warehouse will has _________________ video games left.Explain how you know your answer is correct.

3. A pro basketball team scored 1,097 points in the first ten games of the season.They scored 1,013 points in their next ten games, and then they scored 1,193points in the ten games after that. How many points did the team score in thesethirty games?

The team scored _________________ points in these thirty games.Explain how you know your answer is correct.

4. Alicia scored 582 points in a district math contest. Violet scored 42 more pointsthan Alicia. If Evan scored 103 fewer points than Violet, how many points did hescore?

Evan scored _________________ points.Explain how you know your answer is correct.

5. Ms. Besser has three bank accounts. She has $2,689 in one account and $5,901 ina second account. She has a total of $13,954 in all three accounts. What is theamount in her third account?

Mrs. Besser has $______________ in her third account.Explain how you know your answer is correct.



Student Activity 2Work with a partner to complete Student Activity 2 - PROBLEMS 1-8 only.Work alone to complete PROBLEM 9 and PROBLEM 10.

PROBLEM 1: 2, 5, 8, 11, 14, 17, … is a number pattern. Find and describe the rulefor this number pattern.

Decide if each number in the pattern is greater or less than the number before it.

_____, _____, ____, _____, _____, _____, …

Each number in this pattern is _____________ than the number before it.

Record the difference between the numbers in the pattern.

2, 5, 8, 11, 14, 17, …

The difference between the numbers in this pattern is ____.

Decide the rule for the pattern.The rule for this pattern ________________ ____.

The first term in this pattern is ____. The sixth term in this pattern is ____.

To find the next term, or the seventh term in this pattern, ________________ ____.

The next term in this pattern is ____ + ____, so the next term is _____.

EXAMPLE 2: 53, 47, 41, 35, 29, … is a number pattern. Find and describe the rulefor this number pattern.


_____, ____, _____, _____, _____, …


Record the difference between the numbers in the pattern.

53, 47, 41, 35, 29, …

The difference between the numbers in this pattern is ____.

Decide the rule for the pattern.The rule for this pattern ________________ ____.

The first term in this pattern is ____. The fifth term in this pattern is ____.

To find the next term, or the sixth term in this pattern, ________________ ____.

The next term in this pattern is ____ — ____, so the next term is _____.

__ __ __ __ __

__ __ __ __



PROBLEM 3: Jackson is saving for his fourth grade class trip to the Alamo. Hestarted with $25 in his savings account. Every week he earns $12 for helping aneighbor with yard work. Every week he spends $8 and saves the rest. What is theamount of savings he will have in six weeks?

Complete the input-output table to show the amount of savings he will have in sixweeks.

Let a represent the amount of savings he starts with each week. Let s represent theamount of savings he ends with each week.

The Input is ________________________________________________________.

The Output is ______________________________________________________.

The first term is _________. The value of the first term is _________.

The rule for the function is ______ __ ______.

The amount of savings Jackson will have in six weeks is $___________.

Record a number pattern that shows the amount of savings Jackson will have at theend of each week for six weeks.

______, ______, ______, ______, ______, ______…

Explain how you know the numbers in the pattern are correct.

PROBLEM 4: Ellie earns $8 each week walking her neighbor's dog. Every week shespends $5 and saves the rest. What is the amount of savings she will have in sixweeks?

Complete the input-output table to show the amount of savings she will have in sixweeks.

Let a represent the amount of savings she starts with each week. Let s representthe amount of savings she ends with each week.

The Input is ________________________________________________________.

The Output is ______________________________________________________.

Input Rule Output



The first term is _________. The value of the first term is _________.

The rule for the function is ______ __ ______.

The amount of savings Ellie will have in six weeks is $___________.

Record a number pattern that shows the amount of savings Ellie will have at the endof each week for six weeks.

______, ______, ______, ______, ______, ______…


PROBLEM 5: Look at this input-output table. The table represents a function.

Input s 6 7 8 9 10 11Output t 3 4 5 6 7 8


_____, _____, ____, _____, _____, _____, …


Record the difference between each term and the value of the term.Remember: The input shows the position of the term and the output shows thevalue of the term.

The difference between the first term and the value of the first term is _____.

The difference between the second term and the value of the second term is _____.

The difference between the third term and the value of the third term is _____.

The difference between the fourth term and the value of the fourth term is _____.

The difference between the fifth term and the value of the fifth term is _____.

The difference between the sixth term and the value of the sixth term is _____.

So, the difference is _____.

Input Rule Output



Decide the rule for the pattern.The rule for this pattern is ____________.

Record a number pattern that shows the output values, t.

______, ______, ______, ______, ______, ______, …


PROBLEM 6: Renaldo is 5 years older than Jorge. What is Jorge's age whenRenaldo's age is 17?

Write a rule that can be used to represent Renaldo’s age in terms of Jorge’s age.

Complete the table to represent the relationship between Renaldo’s age and Jorge’sage. Let x represent Renaldo's age and let y represent Jorge's age.

Describe the relationship between the x-values and y-values in the table.

Record a number pattern that shows Jorge's age, y.

______, ______, ______, ______, ______, ______, …


Jorge's age is ________ when Renaldo's age is 17 because:

x Rule y



PROBLEM 7: Julio has been working out at the gym. The table shows the maximumweight Julio can lift at the end of each week.

Julio’s Weight LiftingWeek

NumberWeight Lifted

(pounds)1 84

2 90

3 96

4

5

6

If the pattern continues, what will be the maximum weight Julio can lift at the end ofthe 6th week?

The numbers in the pattern are getting ______________.

The difference between 90 and 84 is _______.

The difference between 96 and 90 is _______.

The rule is to add _______ pounds to the previous week’s maximum weight.

The maximum weight Julio could lift at the end of the 4th week is _______ pounds.

The maximum weight Julio could lift at the end of the 5th week is _______ pounds.

The maximum weight Julio can lift at the end of the 6th week is _______ pounds.

PROBLEM 8: In two days Dawn made five bracelets. In four days she made sevenbracelets. In six days she made nine bracelets. In eight days she made elevenbracelets. Dawn made an input/output table to show how many bracelets, b, she willmake in d days.

Is the output greater than or less than the input? Explain your answer.

Is the value of the position three greater than or three less than the position number?Explain your answer.

If the pattern continues, how many bird feeders will Morgan make in 12 days?Explain your answer.

Days Rule Braceletsd 3d b2 2 3 54 4 3 76 6 3 98 8 3 11



EACH PARTNER WILL WORK ALONE ON PROBLEM 9. DO NOT LET YOURPARTNER SEE YOUR HUNDRED CHART WHILE YOU ARE WORKING!

PROBLEM 9: Use a colored pencil to shade the numbers in the hundred chart tocreate a pattern that follows a certain rule. The rule you decide to use must includeaddition or subtraction. Multiplication or division can not be used in your rule.

Do NOT let your partner see your work and do not tell your partner about your rule.

Now exchange your hundred charts with your partner.Look at your partner's hundred chart.See if you can guess the rule your partner used to create their pattern.After you have both guessed your partner's pattern, exchange hundred charts again.



PROBLEM 10: Answer these questions about PROBLEM 9.

Describe the rule you used to shade the pattern on your hundred chart.

Write the rule you used as an expression. ______ __ ______

Did your partner find the rule you used to shade the pattern? ________

Can you find a different rule that could have been used for your pattern? ________If your answer is "yes", what rule did you find?

Did your partner find a different rule that could have been used for your pattern?________ If your answer is "yes", what rule did your partner find?

Did you find the rule your partner used to shade their pattern? ________ If youranswer is "yes", what rule did you find?

Did you find a different rule that could have been used for your partner's pattern?________ If your answer is "yes", what rule did you find?




NAME_________________________________ DATE_______________ SCORE ___/5


1. Students at Houston Elementary may wear school spirit shirts every Friday. Theinput/output table shows the relationship between n, the number of students and s,the number of students who wore a spirit shirt this Friday.

Input,Position n 13 15 17 19 21

Output,Value

s 4 6 10 12

What is the rule for this table? ______________ Explain how you know youranswer is correct.

Use the rule to find the missing number in the table. Show your work.

Record the missing number in the table. Explain how you know this is the missingnumber.

2. Write a sequence of numbers in a pattern that follows the rule add 4. The firstterm in the pattern is 7.

______, ______, ______, ______, ______, ______, …


What is the eight term in the pattern? _____ Explain how you know your answeris correct.

3. Write a sequence of numbers in a pattern that follows the rule add 4, subtract 3.The first term in the pattern is 7.

______, ______, ______, ______, ______, …


What is the sixth term in the pattern? _____

What is the seventh term in the pattern? _____Explain how you know your answers are correct.



4. Find a rule for the input-output table.

The output is ___ more than the input.

Use ___ for the input.

Rule: The output is ___ _ ___

Now complete the table.

Explain how you found the rule for the input-output table.

5. Find a rule for the input-output table.

The output is ___ less than the input.

Use ___ for the input.

Rule: The output is ___ _ ___

Now complete the table.

Explain how you found the rule for the input-output table.

Input Rule Outputf g2 54 76 98 11

Input Rule Outputa b7 39 511 713 9

Documents

MATHEMATICS - staarmaterials.comstaarmaterials.com/docs/RevisedSamples/Grade4/Lessons/StudentBook.pdf · STAAR Category 1 GRADE 4 TEKS 4.2A/4.2B TEKSING TOWARD STAAR 2014 Page 1 Problem-Solving